ISSN 0439-755X
CN 11-1911/B

Acta Psychologica Sinica ›› 2021, Vol. 53 ›› Issue (10): 1120-1132.doi: 10.3724/SP.J.1041.2021.01120

• Reports of Empirical Studies • Previous Articles     Next Articles

The reciprocal relationships between head teachers’ negotiation management behavior, teacher-student relationship and primary school students’ externalizing problem behaviors from grade four to six: A cross-lagged study

XIE Qili1,2, ZHENG Huizhen2, JIANG Guangrong2(), REN Zhihong2(), FAN Yanfei2, LIU Jiahuai3, ZHANG Wen4   

  1. 1Department of Mental health education and consultation center, Guizhou Normal College, Guiyang 550018, China
    2Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education; School of Psychology, Central China Normal University; Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan 430079, China
    3Hubei Shuiguohu No.1 Middle School, Wuhan 430071, China
    4Education Science Research Office of Qiaokou District, Wuhan City, Hubei Province, Wuhan 430030, China
  • Received:2020-11-23 Published:2021-10-25 Online:2021-08-23
  • Contact: JIANG Guangrong,REN Zhihong E-mail:grjiang@yeah.net;ren@ccnu.edu.cn
  • Supported by:
    Reform Project of Teaching Content and Curriculum System of Colleges and Universities in Guizhou Province(GZJG20210139);National Social Science Fund Major Bidding Project(16ZDA232);Key Project of Educational Science Planning in Hubei Province(2019JA095)

Abstract:

In order to explore the reciprocal relationships between head teachers’ negotiation management behavior and teacher-student relationship and students’ externalizing problem behavior, 1407 primary school students from grade 4 to grade 6 were investigated by questionnaires at three different periods in one school year. The results of cross-lag analysis show that: (1)Head teachers’ negotiation management behavior drove the positive interaction cycle; head teachers’ negotiation management behavior (T1) reduced students’ externalizing problem behavior (T2), improved the closeness of the teacher-student relationship(T2), and decreased the conflicts of the teacher-student relationship (T2), which further affected head teachers’ negotiation management behavior (T3), teacher-student relationship (T3) and students’ externalizing problem behaviors (T3). (2) Students’ externalizing problem behaviors drove the negative interaction cycle; students’ externalizing problem behaviors (T1) reduced head teachers’ negotiation management behavior (T2), decreased the closeness of the teacher-student relationship (T2), and increased the conflicts of the teacher-student relationship (T2), which further affected students’ externalizing problem behaviors (T3), teacher-student relationship (T3), and head teachers’ negotiation management behavior (T3). The results support the Transactional Model, and suggest that head teachers need to be aware of the negative “driver” role of students’ externalizing problem behaviors, and consciously use the positive “driver” role of negotiation management behavior to break the negative cycle driven by students’ externalizing problem behaviors.

Key words: head teachers’ negotiation management behavior, students’ externalizing problem behaviors, teacher-student relationship, reciprocal relations, cross-lagged study